assignment
Reflection
What is reflection?
Reflective Practice
Reflection Definitions
Workplace vs. University Reflection
Reflective Writing Criteria
...does not address its reader using 'you'. You are writing about your experiences.
...does not use slang, contractions (it's, don't I'll) or note-taking abbreviations (i.e., e.g., etc.).
...does incorporate information from more passive learning, such as methods from textbooks, social theories or procedures, policies or legislations, has to offer.
...is critical, given the above, it reappraises and reassesses what the writer thinks, believes and does so in light of an evaluation of theory and research.
...does reference its sources. It is not free writing. Now is the time to look up where something you have taken for granted all these years might be from.
...does use careful structure, paragraphing and good grammar, spelling and punctuation. It still has good-text basics such as a clear introduction and a conclusion.
...does not generalise. It is specific as it can be about experience and its relationships. It makes deep observations and links these to current learning, theory and research. It does not gloss over small but significant implications.
...does use 'I' judiciously. This is not to say it is simply free writing about your personal opinions and beliefs, but reflective writing cannot work if there is no ownership of the feelings, experiences and learning being explored.
Reflective Models – Gibb’s
Gibb’s Model
Gibb’s Example
| Short example of Gibbs’ reflective cycle: |
| Describe: In a group work assignment, we divided sections according to people’s strengths. When we tried to piece the assignment together it was written in different styles and therefore we had to spend time rewriting it. |
| Feelings: I thought our plan would work and felt good about it. When we had to rewrite it, I felt frustrated. |
| Evaluation: The process of dividing sections went well. However, it didn’t work not having foreseen/planned rewriting the sections for coherence and writing styles. |
| Analysis: Dividing work according to individual strengths is useful. Belbin’s team roles (2010) would suggest something similar. I have done it before and it seems to work well. The reason piecing work together didn’t work was we had no plan for what it needed to look like. We were so focused on finishing quickly that no one would raise a concern. The last part can be explained by ‘groupthink’ (e.g. Jarvis, 1991), where members of a group make a suboptimal decision because individuals are afraid of challenging the consensus. |
| Conclusion: I learned that using people’s strengths is efficient. Moreover, planning how we want the work to look, before we go off on our own is helpful. Lastly, I will remember the dangers of groupthink, and what the theory suggests to look out for. |
| Action plan: I will use Belbin’s team roles to divide group work in the future. Moreover, I will suggest writing one section together before we do our own work, so we can mirror that in our own writing. Finally, I will speak my mind when I have concerns, by remembering it can benefit the outcome. |
Reflective Models – Kolb’s
Kolb’s Learning Cycle
Questions to answer….
1. What do the models have in common?
2. How do they differ?
3. Which is the easiest part to complete do you think?
4. Where do you think people go wrong with reflection?
5. Why?
6. How could that be avoided?
In groups
12
Models Side-by-side
Gibb’s Kolb’s
Questions to answer….
1. What do the models have in common?
2. How do they differ?
3. Which is the easiest part to complete do you think?
4. Where do you think people go wrong with reflection?
5. Why?
6. How could that be avoided?
In groups
14
Reflective Task: Why is reflection important?
What would you like and/or expect from feedback?
Why is it important to receive feedback on your work?
What kind of feedback could you receive?
Is all feedback equally useful? Why/why not?
Can you give an example of feedback that you think has been really useful, and an example of some that has been less useful?
Do you think you need different feedback at different stages in your learning?
References
Cottrell, S. (2003) Skills for success : the personal development planning handbook. Basingstoke: Palgrave Macmillan.
Gibbs, G. (1988) Learning by doing : a guide to teaching and learning methods. [London]: FEU.
Kolb, D. A. (1984) Experiential learning : experience as the source of learning and development. Englewood Cliffs ; London: Prentice-Hall.
Schön, D. A. (1983) The reflective practitioner : how professionals think in action. New York: Basic Books.